This timely book will guide researchers on how to apply qualitative research methods to explore English-medium instruction (EMI) issues, such as classroom interactions, teachers' and students' perceptions on language and pedagogical challenges, and stakeholders' views on the implementation of EMI.
Xi Wu examines how national and transnational forces and discursive logic mediate international secondary school students' educational routes and life trajectories.
As the debate regarding the increasing use of adjunct faculty in higher education continues to swirl, the voices of adjunct faculty themselves are rarely heard.
This essential guide to building and using an inclusive STEM classroom library combines theory and lesson plans for educators of students in grades 2-3.
This book offers a comprehensive overview of the theoretical background and practice of physics teaching and learning and assists in the integration of highly interesting topics into physics lessons.
This is the first book to connect the concepts of active learning and deep learning, and to delineate theory and practice through collaboration between scholars in higher education from three countries (Japan, the United States, and Sweden) as well as different subject areas (education, psychology, learning science, teacher training, dentistry, and business).
This is an introductory text designed to provide medical teachers with a comprehensive introduction to the core concepts of effective teaching practice.
This handbook provides a global overview of the design, implementation and assessment of academic development centers within higher education institutions.
This book addresses common themes relating to the teaching and research nexus in the knowledge-based society through historical, comparative and empirical perspectives.
This volume examines how several key components of the mathematics education system in the United States fail to provide teachers with adequate and effective tools to teach mathematics in K-12 classrooms.
This book offers insights into how design-based processes, principles, and mindsets can be productively employed in diverse P-16 educational spaces by a myriad of educational actors including teachers, instructional leaders, and students.
Bringing together international research on nature of science (NOS) representations in science textbooks, the unique analyses presented in this volume provides a global perspective on NOS from elementary to college level and discusses the practical implications in various regions across the globe.
Learning to Teach in England and the United States studies the evolution of initial teacher education by considering some of the current approaches in England and the United States.
The terms 'wellbeing', 'empowerment' and 'agency' are common parlance in policy and practice with children, young people and families (CYPF), yet are often misused or not fully understood.
Curriculum Leadership by Middle Leaders focusses on major issues relating to the continuing national and international discourse on curriculum leadership, and highlights the vital role of middle leaders in schools.
Confronting Racism in Teacher Education aims to transform systematic and persistent racism through in-depth analyses of racial justice struggles and strategies in teacher education.
In this volume, scholars, researchers, and teacher educators from across the United States present their latest findings regarding teacher education to develop meaningful learning experiences and meet the sociocultural, linguistic, and academic needs of Latino ELLs.
Coaching Emotional Intelligence in the Classroom is a practical resource to help Key Stage 2 and Key Stage 3 teachers explore and understand a range of concepts, principles and techniques gathered under the term 'emotional intelligence', and the way that this powerfully influences pupils' behaviour and learning in the classroom.
Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection.
Aprender a aprender en la era digital provides a comprehensive, state-of-the-art account that empowers readers to leverage learning technologies to promote second language learner autonomy.
This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum.
Despite variations of educational systems, when transitions in education occur, the pedagogical challenges that teachers and pupils undergo are quite similar across the globe.
This practical resource book for Key Stage 2 explores a range of emotions using both original poetry and well-known artworks to stimulate discussion in the classroom.
Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates.
This book investigates the impact of integrating culturally relevant and pedagogically dynamic classroom management strategies into the curriculum of an urban secondary education pre-service methods course.
